By Ellen Eisenberg

By Ellen Eisenberg, Executive Director of The Pennsylvania Institute for Instructional Coaching (PIIC)

Thursday, December 14, 2017

Compliance vs. engagement… so what does that mean? I
actually think of these terms in similar ways as I do about cooperation vs.
collaboration. Sure, compliance is agreement but is that all we want from our
work with teachers? Is that all they want when working with their
students?

I don’t think so… I think instructional coaches want to
engage the teachers with whom they work in productive, analytical, and
thought-provoking conversations that yield changes in practice. I think they
want more than teachers who just cooperate; I think they want to work with
teachers in ways that promote questioning, quiet disruption, and inquiry.

The coaches that I’ve met want to ensure that their work
with teachers is relevant, tied to practice, demanding, and at the same time,
culturally sensitive, differentiated according to need, and creates a culture
of learning for all students. They want to take ownership and be the architects
of their own learning; they want to help build their students’ capacity as
learners as well.

So, is that compliance or is that engagement? How do I help
teachers move from compliance to engagement so that their students can move
from simple obedience to premediated, purposeful learning? How do coaches
navigate their coaching roles when they are forced to use a checklist and be
the “enforcer” or compliance “police”?

I think compliance means that the group goes along with the “flavor
of the day” and hope that “this, too, shall pass.” I think engagement means
that each stakeholder has an integral part in creating a shared understanding,
learning, and support system because the collective and individual
responsibilities are recognized.

Saturday, December 2, 2017

In a recent Learning Deeply Education Week blog entitled, “What’s Behind the Plateau in Test Scores?” Robert Rothman comments on the reasons why test scores have remained stagnant despite the multitude of instructional practices implemented at all levels. Of course, trends are identified over a period of time and practices can be adjusted to address those trends. We just have to collect the appropriate data that gives us the information we need. Then, we must identify ways to appropriately apply the data that we collect.

So, test scores plateau… what about teacher practices?

According to Jane Hannaway, an Urban Institute researcher, teacher performance plateaus at four years. “Teachers work in isolation. They learn what they learn and then they plateau. They get no valid input.”

In the same opinion piece, the director of PISA for OECD said what is needed to sustain a steady pattern of growth “… is a greater investment in improving teaching.”

Mr. Rothman further states that “To improve performance overall, schools need to enable more students to demonstrate deeper levels of learning--to be able to apply their knowledge to think critically and solve complex problems. That takes a different kind of instruction--one that provides students with opportunities to reflect on their learning, to take part in extended projects, and to produce real products for real audiences.”

Instructional coaching provides multiple opportunities for teaching colleagues to collaborate and talk about promising practices that help teachers focus on continuous improvement. Coaches encourage their colleagues to continuously reflect and engage in conversations that focus on teaching and learning, not just on one activity or one tool that is a means to an end. “Attaining high levels of learning for all students is not a matter of doing more of the same. It will take a different kind of teaching.” I believe that it takes instructional coaching working with colleagues and reflecting in, on, and about practice that will make a difference in classrooms.

So, how can instructional coaches and mentors be proactive and prevent the plateaus that impact both student and teacher performance?

Thursday, November 16, 2017

I just can’t stop thinking about how cuts to education make
sense to anyone. Take it from me, I understand what fiscal responsibility means
and I know what successful educational programs look like in highly effective
places. What I don’t understand is why anyone thinks slashing effective
instructional programs is the way to maintain and sustain a literate society or
ready our student population for careers and college.

So, what can we do about it? I’m not trying to make a political
statement and tell you to be more active in local elections; I am trying to
resolve in my own mind what I can do “at the moment” to at least make
instructional decisions that influence student learning.

Instructional coaching and mentoring are not luxuries. They
are exactly what schools need to move from “good to great.” But, the coaches
and mentors have a tremendous responsibility to ensure that the entire school
community understands what instructional coaching is, how coaching can help
schools achieve their goals, and why instructional mentoring is a critical
support to the coaches. They need to send a clear message that instructional
coaching is critical in shaping an effective professional development plan. The
follow up provided to teachers by the coaches and mentors ensures that
professional learning takes place.

“To improve student
outcomes, we need to transform the way we think about teaching, learning, and
how to help teachers grow as professionals” (Instructional Coaching in
Action: An Integrated Approach That Transforms Thinking, Practice, and Schools).

That’s what we can do… show every member of the community of
learning that instructional coaching and mentoring are the support system that
helps build teacher capacity, increase student engagement, and influences student
learning.

How will you make sure
your instructional coaching and mentoring voices are heard?

Monday, November 6, 2017

“Strive for progress, not perfection” (anonymous). Wow, what
a great quote for instructional coaches to think about and remember when
working with their teaching colleagues.

So often we fall into the trap of thinking we need to know
all the answers and all the tricks of the trade so we can share our knowledge
with the teachers we are coaching. Alas… the plight of the instructional coach…
news flash… coaches are not experts and don’t need to know everything! If we
want any message to be heard, it’s that we are all learners and understand the importance
of learning together.

Although students are at in the center, instructional
coaching is a growth model for teachers. Of course, our ultimate goal is for
students to develop into life-long learners and to love learning. That can’t
happen unless we touch the thing that is the most important element for
improved student learning… implementing effective instructional practices and
that can’t happen unless we focus on helping teachers get better at their
craft. It is our collective responsibility to help teachers “grow” their love
of learning without fear of failing so that they can transfer those feelings to
their students.

Instructional coaches do not know all the answers; they help
teachers implement promising
practices, not best practices. (Best implies that practice cannot get any
better.) However, instructional coaches are quite adept at asking the right
questions; that is, asking the kinds of questions that consistently encourage
deep thinking, critical analysis, hypothesis, application of learning, and
synthesis. Coaches don’t see a beginning and end to learning; coaches see
ongoing opportunities to collaborate and move practice forward. (They move
teachers’ practices forward and at the same time, move their own practice
forward.) That’s what progress is… moving from point A to point B and along the
way, taking time to plan, think, and prepare with colleagues. Learning is a
process and oftentimes, the path to learning is what makes the difference, not
the finished product.

What are some of the
ways you navigate the delicate balance of progress vs. perfection in your
environment?

Monday, October 9, 2017

As you probably already know, the Trump administration has
submitted a budget proposal that cuts funding to education. One of those cuts
is the elimination of Title II funding which targets professional learning and
instructional coaches. The good news is that instructional coaching is
recognized as professional learning; the bad news is that our most precious
commodity – our children – are not important enough to ensure that highly
effective teachers are teaching them. Shameful!

I don’t think that coaching is the objection; I think
teacher professional development is the objection. Whether you are an “insider”
or “outsider,” the common misconceptions about professional development are
that teachers went to college so they shouldn’t need additional professional
development and that professional development as we know it is meaningless,
unsubstantial, and unconnected to student needs.

Wow… that may be true in some places but not where there are
instructional coaches. Our coaches ensure that the professional learning they
support is needs driven, tied to teacher practices, aligned to standards, and targeted
on evidence-based literacy practices. We know that instructional coaches build
teacher capacity, help increase student engagement, and influence student
learning. Instructional coaches ensure that continuous learning is the norm and
the culture of the school supports that thinking.

What data do you find
helpful in demonstrating the impact of instructional coaching in classrooms and
schools?

Saturday, September 16, 2017

Although I usually write our blog posts, two of our PIIC instructional coaching supporters wanted to share these words of wisdom as the new school year begins. As a former coach and administrator working with our instructional coaching model, they offer three sustainability tips to think about when implementing the before, during and after cycle of consultation in an urban school district:

Sustainability Tip #1: Fight for what for what you believe.
Whenever a new administrator comes on board, there may be a quick turnover of initiatives as this new leader establishes a new path or new vision. Frequent dialogue may arise as to cutting an instructional coach or increasing class sizes to 40. Be prepared to collect quantitative data to support instructional coaching. Reports on the number of coach/teacher interactions can also be powerful. Administrators need to keep current with the research supporting coaching and be prepared to present this to the school board or administration on a regular basis.

Sustainability Tip # 2: Little things make a difference.
Taking time to return emails, answer questions, or provide resources all make a difference. As a coach, look for little ways to open dialogue. Sometimes a kind word, a piece of chocolate, or a cup of coffee can go a long way to build relationships. Be mindful to follow up on everything you promise or agree to do when working with the teacher. A good rule of thumb for the coach is to “under promise and over deliver.” Follow this and you will maintain a positive, trustworthy rapport with all.

Sustainability Tip #3: Maintain Coaching Fidelity.
Instructional coaches should not be the first “go to” people for reports or preparing for special events because they do not have an assigned class. Although coaches may be a valuable resource for such projects, it is important to respect the coaches’ time for engaging in one-on-one and small group support working directly with teachers in the before-during-after coaching
cycle. As a coach or administrator, be prepared to conduct conversations to preserve and honor the culture of coaching. As a coach, strive to immerse yourself in the ongoing BDA process with the teachers. This is the true path toward sustainability and positive school change.

The Pennsylvania High School Coaching Initiative (PAHSCI) started a movement in 2005 that honored collaboration and ignited a passion for effective teaching. Following in 2009, the Pennsylvania Institute for Instructional Coaching (PIIC) refined the framework bringing leaders together to continue creating opportunities to expand the circle of leaders and their influence.

It is never too early...what tips can you share about sustaining instructional coaching in your school/district?

Deb Carr is currently an Assistant Professor of Education at King’s College. She previously served as Director of Curriculum & Instruction for the Hazleton Area School District and was the district’s PAHSCI/PIIC initiative contact. She is an instructor in the Instructional Coaching Endorsement Program at King’s College.

Jessica Jacobs is currently serving as an administrator of Curriculum and Instruction at the Luzerne Intermediate Unit. She was an instructional coach for Hazleton Area High School and a PIIC Mentor. She is also an instructor in the Instructional Coaching Endorsement Program at King’s College, Wilkes-Barre, PA.

Friday, September 1, 2017

Welcome
back to school! I hope your summer was relaxing and at the same time,
energizing, stimulating, and empowering. Doesn’t sound like relaxing belongs
there, does it? But, in reality, relaxation can engender all of the above.

A
third-year coach emailed me last week and shared how relaxing this past summer
was for her. But then, she asked if it was normal for her to be full of anxiety
and at the same time, invigorated to start the new year. She read our book, Instructional Coaching in Action: An
Integrated Approach That Transforms Thinking, Practice, and Schools and
knew that she wanted to start the year with excerpts from the book and plan short
articles for her monthly book/article studies for the year yet she was worried
that she didn’t spend enough time this summer reading articles about adult
learning and how to engage her colleagues in meaningful conversations.

I
shared with her my teaching “stage fright” each September when I worried that I
didn’t add enough to my repertoire of tools to continue making a positive
impact on my students or for the teachers I coached when I made that
instructional switch in responsibilities. I shared my nightmares that I
wouldn’t be able to answer my students’ questions or my teaching colleagues’
inquiries when engaging in coaching interactions. All of these fears are quite normal and to be
expected after spending some much-needed time reflecting on past practice.
Those reflections help make adjustments towards future practice. I call that
“controlled anxiety!”

That’s
exactly what coaches do… they reflect on the past, think about the present, and
plan for the future. This occurs when the brain relaxes and the coach takes
time to envision where to go. Our brains need to de-clutter before we can re-imagine
where we are going and how we will engage our teaching colleagues in
constructive conversations about teaching and learning.

So,
fear not the anxiety about new beginnings and engage in productive thinking as
you consider how to support your teaching colleagues this year. That anxiety is
a good thing… it propels you into action!

So, what are
some of the ways your summer thinking has shaped your beginnings for the new
school year?

Tuesday, August 8, 2017

I recently watched “The Lion Guard” with my three grandsons.
It’s amazing how many life lessons you can learn by watching or reading
children’s literature and movies. One of my grandsons asked a great question, “How can you listen to the quiet so you can hear?
If it’s quiet, there’s nothing to hear.” So, I began to explain how
listening to your thoughts rather than hearing yourself talk allows a person
the opportunity to think without interruption and to make reasonable decisions.

Noise from words often results in an emotional reaction
rather than a thoughtful, deliberate response. I asked him what happens when he
stops and thinks about what he plans to do instead of just jumping into the
action. Of course, he said that when he does something without thinking, it
usually results in getting a “time out” because he didn’t think about the
consequences, like jumping into a pool over his younger brother who is drifting
on a raft. That immediately gets him an “out of the pool” pass for a bit!

Perhaps contrary to what we want to do, coaching is about
listening to the quiet and giving permission to our colleagues to just think
about the “what, why, and how.”It’s
about getting “out of the way” so our teaching colleagues can make decisions
that are rooted in student needs and not influenced by our ego and the “right
way” to do things.

The start of the new school year brings opportunities to
build on the previous year’s successes and to begin building new ones. Continue
to ask questions and LISTEN to the answers. Listen to what is not only said but
what is NOT said. Remember to foster collaboration, collective problem-solving,
critical thinking, and community. Individual and collective growth are vital to
continued school wide improvement so make every effort to plan time for both.
Think about the skill set and knowledge base of the teachers you coach… where
do they need support; how will you continue to move their practices forward; and
what do you need to nourish your own professional growth? Coaching is not a
cookie cutter model; be deliberate, planful, and flexible in your work with
your teaching colleagues.

What are some ways you
will “listen to the quiet” and plan your work as the new school year begins?

Thursday, June 15, 2017

I just had an interesting “end-of-year” conversation with a 2nd
year coach from a middle school outside of Pennsylvania. She called to ask me about
the gradual release of responsibility and what that meant to her role as a
coach. She had two questions: 1) if I encourage teachers to teach without me
modeling, what will I do for them; and 2) if they don’t need my anymore, won’t
I move myself out of a job?

First things first… I asked her to define instructional
coaching and her understanding of the instructional coach’s role. Then I asked
her to make three columns: 1) how does she regularly engage with teachers; what
are the administrator’s expectations of an effective instructional coaching
model; and what do the teachers understand about instructional coaching? From
there, we moved onto what each column has in common, where do the expectations
align with the realities, and what does she spend the majority of her time
doing.

I’m simplifying the conversation but you get the gist… by
asking some important questions, the coach began to realize that what she
thought she should do and what the teachers and administrator thought she
should do were really not in sync. In fact, she realized that the teachers
expected her to model without the benefit of the “before” and the “after” and
the administrators expected her to raise student standardized test scores even
though the tests were summative and by the time she saw those results, the
students would no longer be with the same teachers.

So, the question was really not about the gradual release of
responsibility but rather about sharing a vision and implementing an effective
instructional coaching model that focused on school wide improvement and addressed
teacher needs so student learning could be impacted.

Ask the right questions and the answers are so revealing.

As a coach, how do you
ensure that the questions asked are really the questions that should be asked?

Monday, June 5, 2017

In the May 23, 2017 ASCD K-12 Leadership Brief, an interesting article from the Harvard Business Review titled, “What to consider before taking on extra work” discusses decision making and three important questions to help you commit to something new: What is my motivation? Does it align with my values? And, do I have a choice?

These questions sound so easy to answer yet there really is no simple answer to these in the roles assumed by instructional coaches and their mentors. In fact, I marvel at the amount of juggling it takes for a mentor to balance the role as an instructional mentor and “life” in their respective intermediate units. And, I think the same struggle exists with teachers and coaches in their buildings. There is a challenge to saying, “Yes” as well as to saying, “No!”

One of the things for which I was recently reminded is to think about the time it takes to complete a task well and to be deliberate in deciding what is a “must” and what is “nice” to do. I have trouble with that… I think I have time for everything when, in fact, that’s further from the truth than I’d like to admit.

Some folks don’t want to disappoint anyone or create the image that they might not be able to finish a task. And, if they feel like their job is dependent upon agreeing to complete tasks, that’s another story. I have also learned that we always “go to the well” when we want something done and have faith that the people we ask won’t say no.

So, what to do? I think setting goals from the beginning and sharing those goals with staff who may be requesting the tasks is a start. I also think bringing others “into the fold” and collaborating with staff can also be incredibly helpful. Two heads are better than one and that removes the pressure that it’s all on one person. That’s what we call the “team approach!”

Food for thought as you are reflecting on this year and making plans for next year.

How do you manage your responsibilities and take on new experiences in your role? What happens if what you are asked to do by your supervisor doesn’t align with your values?

Thursday, May 18, 2017

A dream has come true… our book about instructional coaching has been published by ASCD. The title is Instructional Coaching in Action: An Integrated Approach That Transforms Thinking, Practice, and Schools (www.ascd.org). What an amazing thing!

So why did we write this book? We wanted to send a message… helping teachers get better at their craft is not something to hide; it’s something to celebrate. We gathered the collective wisdom of a group of instructional coaches, mentors, regional mentor coordinators, and other school leaders to share the thinking about how working with instructional coaches helps to achieve school-wide improvement in a safe environment, builds teacher capacity, and increases student engagement. Each scenario in the book touches those of us involved in education. Who wouldn’t want to help our most precious commodity… our children… in a no-risk environment where innovation, collective problem-solving, collaboration, and transparent communication are valued?

Coaching is not a deficit model. We need to share our message that if musicians, artists, athletes, and even Fortune 500 executives work with coaches to move their practice forward, why shouldn’t education embrace that same philosophy for growth?

So, yes, I am on my soapbox to shout my beliefs about the merits of an effective instructional coaching model. We need instructional coaching to hit the tipping point… we need everyone to talk about how instructional coaching helps teachers and administrators think more deeply about their work and about their collective responsibility for school wide improvement.

What can you do in your school community to spread the word about how instructional coaching supports teaching and learning?

Friday, May 5, 2017

What an amazing 3-days!

PIIC coaches, IU mentors, administrators, RMCs, and other
school leaders just participated in our 3rd multi-day professional
learning conference of the year in State College. It was AMAZING!! 18 breakout sessions
were offered along with a whole group general session. Participants were engaged,
energized, and rejuvenated
as they engaged in professional talk with their colleagues from across the state.
Talk about incredible karma!

One emerging theme throughout the 3 days was the profound
benefit of working with colleagues. The collaboration and shared learning in a
safe environment with trusted and experienced colleagues ensured that every participant
had a voice, an ear (actually two), and ample opportunities to learn and talk
to each other about problems of practice; gain multiple, practical solutions
offered by other practitioners; and gained new ideas to add to their inventory
of instructional practices.

This kind of collaborative learning illustrates Vygotsky’s “zone of proximal development.” This zone is where
learners learn with the help of guidance. Remember, learning is social and our
professional learning conferences demonstrates the notion that interacting with
other practitioners helps the learner achieve higher levels of learning and
retain more of what they learned (Gokhale 1995). Coaches and mentors support
and follow up this learning to ensure that what is learned is applied deeply
and effectively. These kinds of opportunities for ongoing collaboration facilitated by coaches and mentors create a culture of shared learning that is transformative.

Wednesday, April 19, 2017

In the April issue of ASCD K-12 Leadership Brief (ascdleaders@smartbrief.com),
author Marlene Chism shares some insights about preventing the pitfalls when
coaching employees. While our instructional coaches are not coaching employees
per se, they are working with their teaching colleagues in non-evaluative ways
to help grow professional practice. At the same time, the coaches are enhancing
their own coaching skills and addressing adult learning that influences student
performance.

Ms. Chism suggests four common errors that must be avoided
when working with colleagues: sending negative messages, lacking clear
expectations, confusing goals, and permitting diversions to intrude on
intentional discussions.

Again, these are directed towards employers and employees
yet they resonant in my own thinking about coaches and teachers who collaborate
to ensure they are communicating a shared vision and collective mission for
school wide improvement. Coaching is deliberate and purposeful. And, coaches
must use their time with colleagues in calculated ways. Teachers have limited
time to engage in the BDA cycle of consultation; make every minute count! Be
positive, explicit, forward thinking, and focused.

Sunday, April 2, 2017

Motivation is a tricky thing. We know that motivation is
goal driven and shapes outcomes. And, as teachers, we focus a great deal (or
should) on how to motivate our students. How much time, however, do we spend on
thinking about what drives the adults with whom we work, helping them move
their practice forward so that our students can grow?

While both conditions and issues exist in schools that cannot
always be addressed by instructional coaches, the collective problem-solving
around those conditions and issues is incredibly beneficial and speaks to the
power of collaboration and critical thinking. I think the key here is that
coaches and teachers must work together to identify those issues and conditions
and jointly plan ways to prompt changes that make a difference in the lives of
their students. Venting only goes so far.

But, before that happens, coaches and their teaching
colleagues must engage in ongoing conversations to talk about the differences
between conditions and issues and what learning means to them. Those
conversations evolve into talking about how students learn and what both the
teachers and their students need to make learning meaningful. Coaches need to
get to the heart of what activates behavior. This type of conversation helps
the coach understand what motivates the teacher; they need to talk about the
“M” word – that which motivates a teacher to go from “good to great” – to know the
kind of coaching approach that will help move practice forward.

For instance, coaches can’t change job security or the
influx of a diverse population into a district. They can, however, talk about
how teachers can strengthen their professional practice to help them address
the influx of new students or how improving their skills might influence their
marketability. They can engage in conversations about how to make their work
more interesting and more relevant to their students. I’m embarrassed to say that
there were times in my own teaching career that I spent far too much time on
some things and not enough on others simply because I liked certain content more
and I was motivated, one way or another, to use that as my barometer.

A teacher’s own motivation will have an impact on those
discussions. As a coach, yours will as well.

Friday, March 17, 2017

Ever been in a situation where you were torn between what
your answer should be to preserve the integrity of the position and the
expected answer that might benefit the very stakeholders you pledged to
support?

Coaching is messy and this is but one example of how messy
it can get. Take for example a coach working in a very small school where there
is a principal, director of curriculum, a few coordinators, an instructional
coach, and a part-time librarian. The district support is limited because of size
and the coach has the perceived flexibility to move around and provide an extra
pair of hands wherever and whenever needed. Sound familiar?

The story continues… a trip is scheduled and the classroom
parent is unable to attend. Ask the coach… s/he doesn’t need coverage; RtII
intervention is needed and there is no district personnel available who can
support the process… ask the coach to participate; the testing cycle begins and
there is no school team to collaborate and fulfill the needs… the coach is tasked
with organizing, administering, and completing the testing process; the
principal is scheduled to participate in a monthly workshop out of town
throughout the school year… ask the coach to step in and provide support in the
principal’s absence. You get the picture…

A coach may wear many hats to support his/her teaching
colleagues. But one hat must be taken off the table… that of administrator.
That’s why coaches are not supervisory by role or administrative by need. They
must maintain the sanctity of a confidential instructional coaching partnership
with colleagues.

The administrator’s role is both managerial and governance;
neither is a hat for coaches to wear. But, when asked, how does a coach
politely thank the principal for his/her confidence and support while declining
the offer to be “Principal for the Day?” We could be like Nike and “Just Say
No” but we know that answer is not what the administrator expects. The school
needs someone to step into that role; now what?

For starters, the coach and leadership team must meet
regularly to discuss how instructional coaching helps the school accomplish its
schoolwide goals for improvement. The coach cannot devote time to working with
colleagues if s/he is pulled away to do other things. Believe it or not, this
provides consistency in practice and expectations which benefits the coaching
model in the school. There are other ways to address this and I’d love to hear
from others how they have confronted this issue.

What kind of
situations have you experienced that blurs the line between fulfilling a school
need and maintaining integrity to the job?

Friday, March 3, 2017

I just read a blog entry from The Golden Age of Education written by Lee Araoz entitled, “Instructional Coaches Make a Huge Impact.” In this blog post, he calls instructional coaches, “unsung heroes of the education profession.” That’s a great “shout out” to instructional coaches everywhere.

He mentions that coaches (or TOSAs) provide many things but specifically includes the following roles:
• Provide job-embedded professional development.
• Model and demonstrate highly-effective best practices.
• Offer non-evaluative, objective feedback on a regular basis.
• Create an environment where student needs drive professional development.
• Offer guidance and feedback at the exact time teachers need it most – in the classroom.
• Inspire teachers to try new learning strategies and tools.
• Facilitate the transition from teacher-centered to learner-driven classrooms.
• Are site-based teacher leaders who support both students and their teachers.
• Collaborate with teachers in order to engage students in innovative ways.
• Help to close the digital use divide by ensuring that all students understand how to use technology to create content.

I agree with most of what Lee suggests but a few things concern me: yes, instructional coaches offer guidance and feedback but not directly in the classroom. The outcomes of the guidance and feedback are visible in the classroom but the actual support occurs through the ongoing conversations about practice. That happens in the before and after conversations. The during time is a place where data collection occurs, something that is discussed and agreed upon in the before. The conversations encourage teachers to become very reflective practitioners!

The other thing that worries me is supporting both students and their teachers. From our perspective, coaches do not work directly with students; coaches work to support student learning through their teachers and effective instructional practices. Sure, occasionally, coaches work with student groups in classrooms where the lesson design needs those helping hands but practice doesn’t change when coaches work with students. Practice changes when coaches work with their teaching colleagues in non-evaluative ways and where feedback is a “give and take” process. And, it’s both the student needs and teacher needs that should drive professional learning support. Teachers need to know how to help teachers support student learning.

Do you have any experiences to share about teachers who believe that coaches should lend a helping hand in the classroom more regularly than engaging in conversations about practice?

Thursday, February 16, 2017

The start of the “testing” season will soon be upon us and
we all know what that means. Coaches will be “tasked” to be the leaders of the
testing brigade. But that’s the issue, isn’t it… coaches will be the testing
coordinators, distributors, administrators, make-up facilitators, and test
collectors because after all, they don’t have their own classes.

I urge you to be the coordinator… not of the testing process,
but of the collective process that should occur in a school. There needs to be
a testing committee that shares in the process. Each school has a librarian, a
counselor, administrators, maybe a coordinator or two, and other support staff
who can all take an active role in the testing community. If we believe that
the whole community is impacted by testing, then we should involve the whole
community in the testing process. Some schools, in fact, have parent committees
who also offer a helping hand in the process. (These schools offer a “training”
session to help acquaint parent volunteers with the process.) Each school is
part of a district. I wonder if there are a few district folks who can lend a
helping hand as well.

To the extent that you can, please try and organize a
community effort as we approach the critical testing period. If a coach is the
only one facilitating the process, think of all the missed opportunities for
that coach to work with his/her teaching colleagues while the administrative
work for testing occurs. Can we really, in all good conscience, suspend all our
coaching efforts to administer a test that can be easily shared among several
members in our communities of learning?

What is the testing
process that your school/district employs? Is there room for change?

Thursday, February 2, 2017

In a Huffpost Business blog I recently read, blogger Faisal
Hoque mentioned that “…Leaders fail when they
cannot connect with people” and that “leaders
who can inspire others but are detached from the messy process of managing
others fail.”

Instructional coaches are skilled in establishing solid
working relationships based on a shared understanding and a mutual respect for
teaching and learning. They work with their teaching colleagues to ensure that
building teacher capacity, increasing student engagement, and improving student
outcomes are the keys to successful implementation of the school wide
improvement process. They recognize that developing trusting relationships
designed to foster growth removes the stigma of failure and the threat of a
negative evaluation. They understand how to navigate the issues that influence
student learning and create opportunities for collaboration, collective
problem-solving, and transparent communication.

So, how do coaches “connect with others”? They personalize the interactions with their
teaching

colleagues. They ask questions; they don’t give answers. They
encourage thinking out of the box with an emphasis on limitless thinking. They help shape the thought process to be
exploratory and interpretive rather than convergent. They focus on discussing
multiple perspectives and varied approaches to problems of practice. They do
all of this with an added bonus… they recognize the strengths and expertise of
their teaching colleagues! They work through the classroom challenges with
their colleagues, share the ups and downs, and offer the side-by-side,
non-evaluative elbow-to-elbow support. They listen.

What are some of the
ways your coaching interactions help you connect with your colleagues?

Monday, January 16, 2017

We just came back from our multi-day, statewide professional
learning conference with about 200 participants. They were energized, ready to
share, and empowered to learn. They were passionate about instructional
coaching and helping teachers reach their fullest potential. They were “stoked”
as they collaborated on ways to increase student engagement and teacher
commitment.

Coaches, mentors, administrators, and other school leaders
engaged in a variety of breakout sessions designed around the components of
effective instructional coaching. Conversations were rich as participants
reflected on how they help teachers move along the continuum of instructional
coaching and strengthen their school, classroom, and individual instructional
practices.

What never ceases to amaze me is the depth to which coaches
connect with each other to talk about promising teacher practices and share
their innermost thoughts about their own practices. These very skilled and
knowledgeable coaches wanted to talk to like-minded practitioners with whom
they could collectively problem-solve and share a common language.

One of the many things shared was the recurring theme that
effective coaching happens once strong relationships are established. Yes, we
want our coaches to engage in the before,
during, and after cycle of
consultation (BDA) but that only
happens when the relationship is ready for those deep, reflective conversations
to take place. Not every teacher is ready to bare his or her “teaching soul” at
the same time. This is not a requirement but rather a goal that can be realized
through a time sensitive series of conversations designed to be probing and not
invasive, reflective and not dismissive, expressive and not trivial.

Take your time and build strong relationships. Nag and nurture
with a pat and push to keep yours and your teaching colleagues’ practices
moving forward.

How do you know when
your teaching colleagues are ready for deep conversations that influence
student learning?

Monday, January 2, 2017

We know that
students and teachers learn from each other; learning is social. We also know
that our teaching colleagues have a wealth of knowledge and incredible skills
that encourages collective problem-solving and creates wonderful learning
opportunities for each other. What we also know is that coaching is deliberate
so make the time that you work with your colleagues intentional, targeted,
need-based, nonjudgmental, and data driven. Engage in real time conversations
that are designed to impact teaching and learning.

How does
this happen in a tightly packed schedule?

It seems
that time is of the essence… it can be a friend or it can be an enemy. For
instance, coaches and teachers need to work together in the time they have.
“Chat and chews” are a great way to bring practitioners together to discuss
problems of practice. Nothing is insurmountable when you have chocolate to
share! Let this kind of time be your friend.

Trying to
work with teachers only before or after school is complicated. That can be your
enemy. After all, if you only work with teachers when they are rushing to get
ready for the day or when they have finished a long day with their students,
the net effect can be minimized. And, if you cannot plan to visit to see the
implementation, there’s not much to talk about that could change practice.

Short bursts
of mini professional development sessions during the day where coaches and
teachers work together to facilitate learning sessions and then follow up with
ongoing conversations about the learning, is an effective use of in-school
time. Try it!